The social, psychological and economic problems involved in programs of adult education for women are discussed. The raising of woman's consciousness and her role change in society are explained as the goal in this education program. (RR)

Here are hard-hitting techniques that may encourage other vocational educators to lay it on the line with unmotivated students. (Editors)

Reports the development and testing of a practical instrument, the Self-Description Questionnaire, that can be used by teachers to identify the psychosocial factors contributing to learning problems experienced by low literate adults. Provides examples of how teachers can use the framework and data obtained from the instrument. Includes the…

Teachers at Lakeside School in Indiana State Prison must cope with students' discouragement, bureaucratic obstacles, disruptive prison routines, funding problems, overcrowding, tension, stress, and violence. Nevertheless, prisoners are receiving General Equivalency Diplomas and preparing for brighter futures in society. (PB)

Freire reflects on his role as consultant to the Adult Literacy Program in Sao Tome and Principe. Emphasizing the political aspects of pedagogy, he describes how adults learn to read and write, as well as to think critically and participate in national development. (SK)

The validity and usefulness of learning disabilities diagnoses have not been demonstrated. Identifying adult basic education students as learning disabled is not only unjustified but serves to confound understanding and remediation of their problems. (Author/JOW)

A survey of the field of learning disabilities is presented and applied to adults. A review of diagnostic tests reveals concentrated knowledge about learning disabled children and adolescents, and a scarcity of knowledge on adult populations. Pertinent areas for research are proposed for learning disability specialists and adult educators.…

Higher test scores for basic skills or passing the GED test are insufficient evidence of Adult Basic Education Program impact. To discover if programs are really affecting learners' life situations, follow-up studies and anecdotal data provide more pertinent information. (CT)

Discusses the language experience approach (LEA) to teaching adults to read. LEA capitalizes on the adult's rich experience and advanced learning and speaking skills. (JOW)

Describes a literacy program in Kamirithu, Kenya. Discusses the needs of the community and the importance of integrating literacy projects into the process of community development. (JOW)

Discusses the selection of materials for adults with low reading skills: adult basic education (ABE) materials within the public library setting, kinds of materials available, types of collections, acquiring ABE materials (including evaluation and problems), and using ABE materials to teach other skills. (JD)

Addresses the need for reading skills to sustain everyday life in the United States: definitions, the history of literate society, visual literacy as a first step to reading ability, the basic reading skills, and the use of the arts as a motivation towards reading. (JD)

In interviews, literacy tutors described their underlying writing models and what they considered problems in student writing. Writing was either self-expressive or socially constrained. They legitimized their role as either supportive counselor or effective educator. The act of writing was seen as a struggle with authority and dominant meanings.…

Path analysis of data from 349 English as a Second Language (ESL), 111 adult basic education (ABE), and 154 adult secondary education students indicated that student persistence contributed to reading achievement only in ESL and had a negative effect in ABE. Initial ability, individualized curricula, and full-time staff were primary influences on…